cases, the examination may be waived by the authority of the department. In 17 cases final oral examinations are required covering usually the entire field of study, as well as the thesis. In at least 7 cases the oral examination is required in addition to the written final examination. In only 1 case is there a requirement for the defense of the thesis. GRADES As a part of the requirements for admission to candidacy the student must show by former record, as well as by a period of trial, that the quality of his work is above the average. In many cases are found specific requirements as to the grades that must be obtained in order to gain graduate credit for courses taken. In 8 cases in which data are available we find 4 schools in which only B grades will be counted for credit toward the master's degree; in 2 cases an average of B must be maintained. In one school a minimum grade of C is required, and a grade of B or better must be obtained in courses primarily for graduates. In courses for graduates and undergraduates a minimum grade of B is required. In 1 case 80 percent at least must be obtained for all courses for graduates and advanced undergraduates, and in not less than twothirds of all the courses primarily for graduates. In another school" Only courses in which the student is assigned grades A, B, or C are acceptable for the master's degree and an average of 2 grade points per unit in those courses and in all courses elected during the candidacy for the degree is required. Three points per unit are assigned to grade A; 2 points to grade B; 1 point to grade C; and none to grades. below." a 4. SPECIAL TYPES OF THE MASTER'S DEGREE THE MASTER'S DEGREE IN EDUCATION In 1930, there were 139 institutions that offered graduate degrees in education. Of these 12 offered the A. M. in edu 'University of California, announcement of graduate division, p. 49. June cation; 17, the M. S. in education; and 24, the master of education. At least 101 of the above-mentioned institutions also offered the A. M. degree and 56 the M. S. degree. In the most of these cases a major in education was permitted. Data giving the distribution of these institutions with the master's as well as the doctor's degree offered can be found in the Survey of the Education of Teachers.* Other information regarding the development of graduate courses in education of different types is also given. The requirements for the master's degree in education are not included in this study because, in 1931, Prof. J. Orin Powers, of George Washington University, made a careful investigation of these requirements, the findings of which were incorporated in the 19th Year Book of the National Society of College Teachers of Education." THE MASTER'S DEGREE IN ENGINEERING Perhaps next in numerical importance are the master's degrees in engineering. The figures obtained by this office in 1932-33 indicated that in 145 schools of engineering 1,026 master's degrees in engineering were granted. These included the following types and their corresponding numbers: M. S. in electrical engineering, 227; M. S. in chemical engineering, 167; M. S. in civil engineering, 154; M. S. in mechanical engineering, 131; M. S. in engineering (general), 78; M. S. in metallurgy, 31; M. S. (naval engineering), 26; M. S. in chemical engineering practice, 23; M. S. in trades and industrial engineering, 23; M. S. in mining engineering, 18; M. S. (without designation), 17; M. S. in transportation, 14; M. S. in ceramic engineering, 13; M. S. in architectural engineering, 10; M. S. in business and engineering administration. 9; M. S. in industrial engineering, 8; M. S. in naval construction, 7; M. S. in aeronautical engineering, 6; master of mechanical engineering, 6; M. S. in hydraulics, 5; M. S. in railroad operation, 5; M. S. in fuel and gas operation, 5; M. S. in petroleum engineering, 5; M. S. in metallurgical engineering, 4 John, Walton C. Graduate work in the Education of Teachers. In the National Survey of the Education of Teachers. Vol. III, pt. VI. (U. S. Office of Education, Bulletin 1933, no. 10.) Freeman, Frank N. Practices of American universities in granting higher degrees in education. Chicago, University of Chicago Press, 1931. 4; M. S. in engineering mechanics, 4; M. S. in sanitary engineering, 3; M. S. in agricultural engineering, 3; M. S. in electro-chemical engineering, 3; M. S. in railway engineering, 3; master of civil engineering, 3; M. S. in highway engineering, 2; M. S. in public health engineering, 2; M. S. in geological engineering, 2; master of electrical engineering, 2; master of chemical engineering, 2; M. S. in general engineering, 1; M. S. in shop practice, 1; M. S. in structural engineering, 1; M. S. in geology and mining, 1; M. S. in aeronautics, 1; total, 1,026. In addition to these, mention may be made of several other types of master's degrees offered by the institutions listed in this study, including the LL. M., M. S. in commerce and finance, master of business administration, M. S. in agriculture, M. S. in home economics, M. S. in architecture, M. A. in social administration, master of music, master of forestry, M. A. in medicine, and M. A. in hygiene, etc. In the space permitted it is not possible to analyze the requirements for the aforementioned degrees, or even others that are not indicated. These different types of master's degrees have already been listed in chapter I, pages 17 and 18. For a discussion of standards for the master's degree in agriculture and home economics see volume II of the Survey of Land-Grant Colleges and Universities, Office of Education Bulletin 1930, No. 9. 5. SUMMARY There has been little change in the formal standards set up for the master's degree since 1900. The quantitative standards and requirements for the M. A. and M. S. degrees are practically identical. With the exception of three institutions that have endeavored to bring the master's degree to a level 2 years above the bachelor's degree, there is everywhere a general agreement of a minimum requirement of 1 scholastic year's work above the baccalaureate. The quantitative requirement of 30 semester-hours, including a thesis, or 24 semesterhours plus the thesis is a conventional practice. In general, a foreign language requirement involving the knowledge of at least one foreign tongue is essential, but a few institutions or departments in certain institutions may waive this requirement. The thesis is still required in most schools. Only a few exceptions to this requirement have been observed. There appears to be little or no uniformity in the matter of the requirement of the final examination or in the method of conducting it. The master's degree has come to be highly differentiated, as far as designation is concerned. CHAPTER VII THE REQUIREMENTS FOR THE DOCTOR'S DEGREE 1. INTRODUCTION The degree of doctor of philosophy represents the highest academic goal of the university. It stands for the best that there is in original and independent scholarship. Its function is the discovery of truth; to reveal the unknown and to give more perfect understanding of that which is known. Other degrees more or less equivalent in character include the doctor of science and doctor of education. To these may be added cases of other specialized forms occasionally granted such as the doctor of engineering, doctor of letters, doctor of foreign language, doctor of the science of the law, doctor of medical science, doctor of public health, etc. In the analysis of the requirements for the doctorate for the institutions included in this study, it is not the purpose to overestimate the importance of the more objective or quantitative requirements. The true requirements for the degree can only be estimated in terms of the spirit and the intellectual quality of the candidate and in the intensity as well as in the scope of the program of investigation. Nevertheless, because of the increase in the numbers of institutions offering the doctor's degree and the great increase in the number of such degrees granted in recent years, there have arisen many requirements and practices by no means uniform in character. It is hoped that the following analysis will prove helpful in establishing a better understanding of essential practices in their various relationships and thus be of some aid in the furthering of true scholarly achievement. The standards and requirements for the doctor's degree are based on a study of the 28 institutions that are members of |